References
- Ahuja, J. S., & Webster, J. (2001). Perceived disorientation: An examination of a new measure to assess web design effectiveness. Interacting with Computers, 14(1), 15–29. doi:https://doi.org/10.1016/S0953-5438
- Akbulut, Y., & Çardak, Ç. S. (2012). Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011. Computers & Education, 58(2), 835–842. doi:https://doi.org/10.1016/j.compedu.2011.10.008
- Akçapınar, G., Altun, A., & Menteş, T. (2012). Hipermetinsel Ortamlarda Önbilgi Düzeylerinin Gezinim Profilleri Üzerine Etkisi [The effect of prior knowledge on navigational profiles in hypertext environments]. Eğitim ve Bilim [Education and Science], 37(163), 143–156. Retrieved from.https://egitimvebilim.ted.org.tr/index.php/EB/article/view/923
- Akçapınar, G., Cosgun, E., & Altun, A. (2011, July). Prediction of perceived disorientation in online learning environment with random forest regression. Paper presented at the 4th International Conference on Educational Data Mining, Eindhoven.
- Alloway, T. (2012). Can interactive working memory training improving learning? Journal of Interactive Learning Research, 23(3), 197–207. Retrieved from https://www.learntechlib.org/primary/p/36119/
- Alomyan, H. (2004). Individual differences: Implications for web-based learning design. International Education Journal, 4(4), 188–196. Retrieved from https://files.eric.ed.gov/fulltext/EJ903824.pdf
- Amadieu, F., Gog, T. V., Paas, F., Tricot, A., & Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376–386. doi:https://doi.org/10.1016/j.learninstruc.2009.02.005
- Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339–1354. doi:https://doi.org/10.1016/j.compedu.2009.06.017
- Bachari, E., Abelwahed, H., & Adnani, M. (2011). E-learning personalization based on dynamic learners’ preference. International Journal of Computer Science & Information Technology, 3(3), 200–216. doi:https://doi.org/10.5121/ijcsit.2011.3314
- Baddeley, A. D. (1998). Working memory. Acadèmie des Sciences Paris. Sciences de la vie, Life Sciences, 321, 167–173. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/9759336
- Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. doi:https://doi.org/10.1037/0022-3514.51.6.1173
- Beasley, R. E., & Waugh, M. L. (1995). Cognitive mapping architectures and hypermedia disorientation: An empirical study. Journal of Educational Multimedia and Hypermedia, 4, 239–255.
- Brown, S. G., Tenbrink, A. P., & LaMarre, G. (2019). Performance while distracted: The effect of cognitive styles and working memory. Personality and Individual Differences, 138, 380–384. doi:https://doi.org/10.1016/j.paid.2018.10.025
- Brusilovsky, P. (2001). Adaptive hypermedia: Methods and techniques. International Journal of User Modeling and User-Adapted Interaction, 11, 87–110. doi: https://doi.org/10.1023/A:1011143116306
- Burin, D. I., Irrazabal, N., Ricle, I. I., Saux, G., & Barreyro, J. P. (2018). Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning. International Journal of Educational Technology in Higher Education, 15, 18. doi:https://doi.org/10.1186/s41239-018-0099-9
- Çak, S. (2011). Effects of working memory, attention, and expertise on pilots’ situation awareness (Doctoral dissertation), Middle East Technical University. Retrieved from https://etd.lib.metu.edu.tr/upload/12613464/index.pdf
- Catledge, L. D., & Pitkow, J. E. (1995). Characterizing browsing strategies in the world-wide web. Computer Networks and ISDN Systems, 27(6), 1065–1073. doi:https://doi.org/10.1016/0169-7552
- Cerezo, R., Sánchez-Santillán, M., Paule-Ruiz, M. P., & Núñez, J. C. (2016). Students’ LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers & Education, 96, 42–54. doi:https://doi.org/10.1016/j.compedu.2016.02.006
- Çevik, V. (2012). Roles of working memory capacity and instructional strategy in complex cognitive task performance (Unpublished doctoral dissertation). Hacettepe University.
- Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257–278. doi:https://doi.org/10.1111/bjet.12243
- Conklin, J. (1987). Hypertext: An introduction and survey. IEEE Computer, 20(9), 17–41. doi:https://doi.org/10.1109/MC.1987.1663693
- DeStefano, D., & LeFevre, J.-A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616–1641. doi:https://doi.org/10.1016/j.chb.2005.08.012
- Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11(1), 19–23. doi:https://doi.org/10.1111/1467-8721.00160
- Field, A. (2005). Discovering statistics using SPSS: (And sex, drugs and rock “n” roll). London: Sage.
- Gathercole, S., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. London: Sage.
- Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25(2), 360–370. doi:https://doi.org/10.1016/j.chb.2008.12.015
- Graf, S., & Kinshuk. (2013). Dynamic student modelling of learning styles for advanced adaptivity in learning management systems. International Journal of Information Systems and Social Change, 4(1), 85–100. doi:https://doi.org/10.4018/jissc.2013010106
- Graf, S., Liu, T.-C., & Kinshuk. (2010). Analysis of learners’ navigational behaviour and their learning styles in an online course. Journal of Computer Assisted Learning, 26(2), 116–131. doi:https://doi.org/10.1111/j.1365-2729.2009.00336.x
- Grayson, J. P. (2004). The relationship between grades and academic program satisfaction over four years of study. Canadian Journal of Higher Education, 34(2), 1–34. Retrieved from https://files.eric.ed.gov/fulltext/EJ720716.pdf doi: https://doi.org/10.47678/cjhe.v34i2.183455
- Grimley, M., & Riding, R. (2009). Cognitive and emotional processes in web-based education: Integrating human factors and personalization. In C. Mourlas, N. Tsianos, & P. Germanakos (Eds.), Individual differences and web-based learning (pp. 1–24). Hershey: IGI Global.
- Güyer, T. (2009). The measures weighted stratum and weighted compactness on the weighted digraph-based models of the hypermedia and navigation. Computers & Education, 53(2), 252–260. doi:https://doi.org/10.1016/j.compedu.2009.02.004
- Güyer, T., & Güyer, S. (2009). Hiperortam ve gezinmenin modellenmesi öğretim amaçlı web tasarımı uygulamaları. Ankara: Nobel Press.
- Gwizdka, J. (2009). Proceedings of the third workshop on human-computer interaction and information retrieval. In Cognitive load and web search tasks (pp. 54–57). Washington, DC: Catholic University of America.
- Gwizdka, J., & Spence, I. (2007). Implicit measures of lostness and success in web navigation. Interacting with Computers, 19(3), 357–369. doi:https://doi.org/10.1016/j.intcom.2007.01.001
- Hair, J. F., Jr, Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). New Jersey: Prentice Hall.
- Herder, E. (2003, September). Revisitation patterns and disorientation. Paper presented at the German Workshop on Adaptivity and User Modeling in Interactive Systems, Karlsruhe.
- Herder, E., & Juvina, I. (2004). Adaptive hypermedia AH2004 workshop on individual differences in adaptive hypermedia. In G. D. Magoulas & S. Y. Chen (Eds.), Discovery of individual user navigation styles (pp. 40–49). Eindhoven: Springer.
- Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53–60. Retrieved from https://www.ejbrm.com/issue/download.html?idArticle=183
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi:https://doi.org/10.1080/10705519909540118
- Hu, Y.-H., Lo, C.-L., & Shih, S.-P. (2014). Developing early warning systems to predict students’ online learning performance. Computers in Human Behavior, 36, 469–478. doi:https://doi.org/10.1016/j.chb.2014.04.002
- Huai, H. (2000). Cognitive style and memory capacity: Effects of concept mapping as a learning method (Unpublished doctoral dissertation). Twente University.
- Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58(1), 338–349. doi:https://doi.org/10.1016/j.compedu.2011.08.003
- Jonassen, D. H. (1993). Conceptual frontiers in hypermedia environment for learning. Journal of Educational Multimedia and Hypermedia, 2(4), 331–335.
- Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago, IL: SSI Scientific Software International Inc.
- Juvina, I., & van Oostendorp, H. (2006). Individual differences and behavioral metrics involved in modeling web navigation. Universal Access in the Information Society, 4(3), 258–269. Retrieved from https://link.springer.com/article/https://doi.org/10.1007/s10209-005-0007-7
- Karadeniz, Ş, & Kılıç, E. (2004). Adaptation of disorientation scale. Educational Administration in Theory & Practice, 10(3), 420–429. Retrieved from https://kuey.net/index.php/kuey/article/view/424/249
- Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
- Knowlton, B. J. (2005). Cognitive neuropsychology of learning and memory. In K. Lamberts & R. L. Goldstone (Eds.), Handbook of cognition (pp. 365–381). New Delhi: Sage.
- Kornmann, J., Kammerer, Y., Anjewierden, A., Zettler, I., Trautwein, U., & Gerjets, P. (2016). How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity. Computers in Human Behavior, 55, 145–158. doi:https://doi.org/10.1016/j.chb.2015.08.054
- Kuzgun, Y., & Deryakulu, D. (2004). Bireysel farklılıklar ve eğitime yansımaları. In Y. Kuzgun & D. Deryakulu (Eds.), Eğitimde bireysel farklılıklar (pp. 1–11). Ankara: Nobel Press.
- Levy, Y. (2008). Assessing satisfaction and academic locus of control dropout students in online learning courses. In Y. Levy (Ed.), Online and Distance Learning: Concepts, Methodologies, Tools, and Applications (pp. 265–277). New York: IGI Global.
- Lin, T., Kinshuk, & Patel, A. (2003). Proceedings of the international conference on computers in education. In K. T. Lee & K. Mitchell (Eds.), Cognitive trait model – a supplement to performance based student models (pp. 629–632). Norfolk, VA: ICCE.
- Lugli, L., Ragni, M., Piccardi, L., & Nori, R. (2017). Hypermedia navigation: Differences between spatial cognitive styles. Computers in Human Behavior, 66, 191–200. doi:https://doi.org/10.1016/j.chb.2016.09.038
- Melguizo, M. C. P., Lemmert, V. R., & van Oostendorp, H. (2006). Current research in information sciences and technologies: Multidisciplinary approaches to global information systems. In Lostness, mental models and performance (pp. 256–260). Mérida: Open Institute of Knowledge.
- Morris, L. V., & Finnegan, C. L. (2008). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention: Research, Theory & Practice, 10(1), 55–64. doi:https://doi.org/10.2190/CS.10.1.e
- Morris, L. V., Finnegan, C. L., & Wu, S. S. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, 8(3), 221–231. doi:https://doi.org/10.1016/j.iheduc.2005.06.009
- Nakic, J., Granic, A., & Glavinic, V. (2015). Anatomy of student models in adaptive learning systems: A systematic literature review of ındividual differences from 2001 to 2013. Journal of Educational Computing Research, 51(4), 459–489. doi:https://doi.org/10.2190/EC.51.4.e
- Popescu, E. (2010). Adaptation provisioning with respect to learning styles in a web based educational system: An experimental study. Journal of Computer Assisted Learning, 26(4), 243–257. doi:https://doi.org/10.1111/j.1365-2729.2010.00364.x
- Rosman, T., Mayer, A.-K., & Krampen, G. (2016). A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity. Computers & Education, 96, 94–108. doi:https://doi.org/10.1016/j.compedu.2016.02.011
- Ruttun, R. (2009). The effects of visual elements and cognitive styles on students’ learning in hypermedia environment. World Academy of Science, Engineering and Technology, 49, 963–971. Retrieved from https://pdfs.semanticscholar.org/899b/6557c49684046ddd0d934f99d1ad261d9d6d.pdf
- Ruttun, R. D., & Macredie, R. D. (2012). The effects of individual differences and visual instructional aids on disorientation, learning performance and attitudes in a hypermedia learning system. Computers in Human Behavior, 28(6), 2182–2198. doi:https://doi.org/10.1016/j.chb.2012.06.026
- Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285–307. Retrieved from https://link.springer.com/article/https://doi.org/10.1007/s10648-007-9046-3
- Smith, P. A. (1996). Towards a practical measure of hypertext usability. Interacting with Computers, 8(4), 365–381. doi:https://doi.org/10.1016/S0953-5438
- Sweller, J. (2016). Working memory, long-term memory, and instructional design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. doi:https://doi.org/10.1016/j.jarmac.2015.12.002
- Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
- Terry, W. S. (2011). Öğrenme ve bellek: Temel ilkeler, süreçler ve işlemler [ Learning and memory: Basic principles, processes, and procedures]. ( B. Cangöz, Trans.). Ankara: Anı Press.
- Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W. (2005). An automated version of the operation span task. Behavior Research Methods, 37, 498–505. Retrieved from https://link.springer.com/article/https://doi.org/10.3758/BF03192720
- Waniek, J., & Schäfer, T. (2009). The role of domain and system knowledge on text comprehension and information search in hypermedia. Journal of Educational Multimedia and Hypermedia, 18(2), 221–240. Retrieved from https://eric.ed.gov/?id=EJ850363